臺閩兩地高等教育服裝設計人才培育體系之比較研究

Comparison of the System of Fashion Design Talent Cultivation Between Taiwan and Fujian Higher Education

范靜媛(Jing-Yun Fan)

指導教授 ： 馮丹白

國立臺灣師範大學/科技學院/工業教育學系/博士(2011年)

摘要

近年來，福建省積極推動閩臺教育合作先行先試；至今，臺閩兩地高等教育學校培育服裝設計人才相關所系科（專業），在師資與學生學習成果交流上已略具成效；基於此，本論文以比較臺閩兩地高等教育服裝設計人才培育體系為主題，依文獻歸納出臺灣與福建高等教育服裝設計人才培育體系發展；在比較臺閩兩地高等教育服裝設計人才培育體系內涵上，如教育目標、入學方法、畢業要求、課程規畫、師資結構、學生現況、學習成果、國際交流、產學合作，與繼續教育，本研究以貝瑞德建立的「比較教育研究法」之「區域研究」與「比較研究」二階段四步驟模式為基本研究方法，在此方法下主要以文獻分析與個別訪談進行；並輔以「焦點團體訪談法」，邀請專家學者剖析臺閩兩地高等教育培育的服裝設計人才能否符應服裝產業界專業基本實務需求；最後在臺閩兩地各舉辦一場專家會議，建立本研究專家效度。
本研究歸納結論如下：
（一）臺灣高等教育服裝設計人才培育體系發展近半世紀以來，在學校改名與改制、系科名稱、學制、學校數、學生數、師資結構，與招生性別上經歷諸多變革。
（二）福建高等教育服裝設計人才培育體系發展至今，在學制上以三年制專科為主，近十年來在學校數、招生計畫數呈穩定成長現象，另具有配合地區產業結構發展特色。
（三）臺灣高等教育服裝設計人才培育體系內涵之特色如下：各校不同學制之教育目標、入學方法、畢業要求，與課程規畫各異；整體師資結構在職級上以助理教授居多，在學歷上以具有碩士學位者占多數；學生現況則呈現比例懸殊陰盛陽衰現象；各校在學習成果、國際交流、產學合作表現形式上同質性非常高；繼續教育可分為學歷繼續教育與非學歷繼續教育兩種類型。
（四）福建高等教育服裝設計人才培育體系內涵之特色如下：各校不同學制之教育目標、畢業要求、課程規畫各異；入學方法皆採取參加統一入學考試管道為主；整體師資結構在職級上以講師居多，在學歷上以具有碩士學位者占多數；學生現況亦呈現比例懸殊的女多男少現象；各校在學習成果、國際交流、產學合作之表現形式十分雷同；繼續教育亦規畫為學歷繼續教育與非學歷繼續教育兩種類型。
（五）臺閩兩地高等教育服裝設計人才培育體系差異如下：臺灣高等教育服裝設計人才培育體系發展比福建早約二十年，臺灣已趨於成熟進而分化為多元形式；福建仍處在成長階段，其學校數雖多，然六成以上是三年制專科學校；進一步比較兩地培育體系內涵，發現兩地研究所碩士班與四年制學士班，在教育目標、入學方法、畢業要求、課程規畫、師資結構區別較大，學生現況皆為女多男少，在學習成果、國際交流、產學合作之表現形式趨同；臺灣繼續教育在學制與課程規畫上比較多樣化，有利於發展終身學習社會。
（六）就專業實務觀點而言，臺閩兩地高等教育培育的服裝設計人才，大致能符應服裝產業界專業基本實務需求。
此外，依據研究發現及結論，本研究分別對臺閩兩地相關單位主管機關、臺閩高等教育學校，以及臺閩服裝產業界，提出九項建議；同時，本諸研究進行過程中實際體驗，並提出後續四項研究方向建議。

關鍵字

高等教育 ； 服裝設計人才 ； 培育體系 ； 比較教育

並列摘要

In recent years, Fujian province has been actively promoting early and pilot education cooperation programs in the Taiwan and Fujian regions. Today, departments (specialties) related with cultivatig fashion design talent at the higher education level in the Taiwan and Fujian regions have been somewhat effective in faculty and learning outcome exchanges. As a result, comparing the fashion design talent cultivation systems for Taiwan and Fujian higher education was chosen as the theme of this dissertation and the literature was summarized to detail the development of fashion design talent cultivation systems for Taiwan and Fujian higher education. When comparing the content of fashion design talent cultivation systems in Taiwan and Fujian higher education such as education goals, admission methods, graduation requirements, course planning, student status, learning outcomes, international exchanges, industry / academic cooperation and continuing education, this study uses two-stage, four step area studies and comparative studies model from the comparative method in education established by G. Z. F. Bereday as the primary research method. Literature analysis and individual interviews are primarily used with this method with support given by focus group interviews. Experts and scholars are invited to analyze whether or not fashion design talent ciltivated through higher education in the Taiwan and Fujian regions conform to basic professional and practical requirements. Lastly, one expert panel is held each in Taiwan and Fujian to establish the expert validity of this study.
The conclusions drawn from the research are as follows:
(1) As fashion talent cultivation system in Taiwan higher education have developed over the past half century, school name and status changes, department names, school systems, number of schools, number of students, faculty structure and gender of recruited students have passed through a series of transformations.
(2) For the development of fashion design talent cultivation system in Fujian higher education to the present, a three-year special course education has become the principal school system in use. Over the past decade, there has been a steady increase in the number of schools and recruited students. They have also developed characteristics in conjunction with the industrial structure in the region.
(3) Fashion design talent cultivation system in Taiwan higher education include the following characteristics: Each school has its own school system with separate education goals, admission methods, graduation requirements and course planning. In general, the faculty structure is chiefly made up of assistant professors: the majority having a master’s or higher level degree. With regard to students, there is a large discrepancy in the gender ratio with women far exceeding men. There is a high degree of homogeneity among schools with respect to learning outcomes, international exchanges and industry / academic cooperation. Continuing education includes education for academic qualifications and education for non-academic qualifications.
(4) Fashion design talent cultivation system in Fujian’s higher education contains the following characteristics: Each school has its own school system with separate education goals, graduation requirements and course planning. For admission, mostly applicants pass through a centralized admission system. In general, lecturers are the primary job level of the faculty structure. With regard to students, there is a large discrepancy in the gender ratio with women greatly exceeding men. There is a high degree of homogeneity among schools with respect to learning outcomes, international exchanges and industry / academic cooperation. Continuing education includes education for academic qualifications and education for non-academic qualifications.
(5) The differences in fashion design talent cultivation systems in Fujian and Taiwan higher education are as follows: The fashion design talent cultivation system in Taiwan higher education has been in development for 20 years longer than Fujian. System in Taiwan has already reached a mature stage and undergone further diversification. Fujian is still in the growth stage. Though there are many schools, over 60 percent are three-year short-cycle colleges (vocational and technical colleges). After comparing the contents of the two region’s cultivation systems further, it was found that there were differences in the education goals, admission methods, graduation requirements, faculty structures and similarities in high female gender ratio, learning outcomes, international exchanges, industry / academic cooperation performance. For continuing education, Taiwan offers more variety with respect to school systems and courses which is beneficial to the development of lifelong learning society.
(6) With regard to professionalism and practicality, fashion design talent in higher education from the Taiwan and Fujian regions can generally meet the basic professional and practical needs of the industry.
In addition, based upon the research findings and conclusion, this study provided nine recommendations regarding the administrative directors of related bodies, colleges and universities, and the apparel industry in the Taiwan and Fujian regions. Moreover, four recommended directions for future research taken from the practical experience gained during course of this research were also given.

並列關鍵字

Higher education ； fashion design talent ； cultivation system ； comparative education

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